School Self-Evaluation Report 2013-2014

School Self-Evaluation Report 2013-2014

School self evaluation of learning and teaching is part of the on-going work of Callystown National School. The focus of the school self evaluation for 2013/14 is numeracy. The school has chosen numeracy as it is the subject due for consideration under the school’s three year cycle of review of core subjects. A number of initiatives and strategies have been used to improve mathematical learning and teaching in previous years. This year’s review will employ the evaluation process and report structure as outline by the Department of Education and Skills. School Context Callystown National School is situated in Clogherhead, a fishing village in Co. Louth. The village has seen a rapid growth in population over the last 10 years. The school is under the patronage of the Archbishop of Armagh. The school has 311 pupils (178 boys and 133 girls), 11 classroom teachers, 3 full time LS/RT teachers, 1 shared LS/RT teacher and 1 part time resource teacher (6 hours per week) and an administrative principal. The school also has 1 full time SNA and 1 SNA for a half day. There is also a part time secretary and caretaker. The school has doubled its enrolment in the last 10 years, however numbers have stabilised in the last three years. The school has seen two large extensions to accommodate the growth in numbers. The increase in numbers has brought to the school children from many different nationalities and also children who have had no previous connection to the village.

The findings: In order to gather evidence for a programme of improvement the school employed a number of strategies of investigation:

Analysis of Sigma T scores from 2011-13

Staff discussion during Croke Park planning time

A numeracy questionnaire given to all parents in March 2013

A questionnaire given to pupils by teachers on word problem solving in November 2013

The findings were as follows:

Sigma T Scores:

Overall numeracy scores show percentile scores above the national average (average percentile 55.2)

74% of pupils have STen scores of 5 or greater

12% of pupils have STen scores of 3 or less

The areas of understanding concepts and facts, number and algebra significantly above the national average

The area of word problem solving and measure was below the national average.

Staff Discussions

Teachers report that attainment trends are good.

Station teaching (4 weeks) of number in Senior Infants is having very good results.

Teachers report that there is a wide range of pupil/ home experience in social maths ( money, time etc).

Teachers report that it is a significant challenge to differentiate for the vast range of mathematical abilities found in each class.

The introduction of Maths Recovery for learning support pupils has been of great benefit.

Teachers of Infant and Junior classes are very positive regarding the introduction of the Planet Maths scheme.

A number of teachers report that there are pupils in senior classes still having difficulties with number fact recall.

Some teachers report that the time allocated to maths in the school timetable is insufficient to cover the programme.

Short term ability groups have been effective in the opinion of teachers.

Some teachers have suggested that there should be greater use of concrete materials in senior classes

Parents’ Questionnaires

83% of parents report that their children like maths.

Approximately 50% of parents report that their children need regular support with maths homework.

87% of parents feel they know the strengths and weaknesses of their children’s ability in numeracy.

75% of parents report that their children are learning maths at the appropriate level.

Pupils’ (4th class to 6th) Questionnaires on Word Problems

30% of pupils surveyed said they liked solving word problems.

10% of pupils surveyed said solving word problems was easy while 62% said it was sometimes easy.

When asked what was difficult about word problems, pupils found that they found that the words confused the problem, that it was difficult deciding on the right operation and that getting the calculation right was a challenge.

When asked what would help improve their performance in word problems, pupils replied that they would like more practice, that they needed to focus/try harder more, that they use the method that the their teacher had taught them more and that the teacher should go through the problems more so show them how to get the answers.

Previous Targets: As this is a new format for evaluation, there are no previous targets.

Summary of school self-evaluation findings

Strengths:

Callystown National School has a conscientious, dedicated, innovative staff, open to new ideas and initiatives and focussed on providing the best possible educational opportunities for its pupils.

Attainment levels in numeracy are above the national norms.

Pupils display positive attitudes towards numeracy.

Learning support initiatives (Station teaching, Maths Recovery, and short term ability groups etc) are having positive outcomes.

Time for literacy and numeracy – assessing and reporting literacy and numeracy achievement

Circular 0056/11 Initial Steps in the Implementation of the National Literacy and Numeracy Strategy

Yes

Exemption from Irish

Circular 12/96

Yes

Implementation of child protection procedures

Circular 0065/2011 Please ensure the following in relation to child protection

Yes

▪ Number of cases where a report involving a child in the school was submitted by the DLP to the HSE ▪ Number of cases where a report involving a child in the school was submitted by the DLP to the HSE and the school board of management informed ▪ Number of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made ▪ Number of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made and the school board of management informed

[1]Under the provisions of the Education (Welfare) Act (2000) (section 23) the school’s code of behaviour should conform to the specifications stated. [2]Under the provisions of the Education (Welfare) Act (2000) (section 22), the school’s attendance strategy should conform with the provisions stipulated. [3]Section 9 of the Education Act (1998) requires a school to “use its available resources” to identify and provide for the educational needs of those “with a disability or other special educational needs.” [4] The EPSEN Act requires that schools be inclusive of and provide an appropriate education for pupils with special educational needs.